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A full account of what East Central ISD schools do to educate all children and the celebrations of the hard-earned success of students, teachers, administrators and community members.

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Published by brandon.oliver, 2019-11-04 12:41:49

2019 Community-Based Accountability Report for East Central ISD

A full account of what East Central ISD schools do to educate all children and the celebrations of the hard-earned success of students, teachers, administrators and community members.

Keywords: East Central ISD,ECISD,Annual Report,K-12,Education,San Antonio,Texas



A full account of what our schools do to educate all
children and the celebrations of the hard-earned
success of students, teachers, administrators and

community members.


East Central Independent School District is a public school
district located in the eastern central portion of
Bexar County, Texas (USA).

board of trustees

John Massengale, M.T., President
Steve Bryant, M.T., Vice President

Claudia Barriento, Secretary
Dell Braziel, Member

James Mulkey, Member
Monique Presas, Member

Victor Garza, Member
Roland Toscano, Superintendent of Schools
(210) 634-6100
For a digital view of this report and additional information, visit
Hard copies available upon request.
© 2019 East Central Independent School District

All images and designs are copyrighted by their respective artists.

No part of this report may be reproduced or transmitted in any form
without prior consent from East Central Independent School District.


Established in 1949, East Central Independent School District’s core business is growth, vision and
mission for every student, every school, every day. Committed to a quality education, the District strives
to promote a positive school climate that optimizes teaching and learning in accordance with the values
of its community. Creating dynamic problem-solvers for a diverse, global economy through an engaging
curriculum is of paramount importance to ECISD which has a current enrollment of 10,000.

04 ABOUT EAST CENTRAL 05 Message from the
Our schools, vision and mission.
Superintendent Toscano welcomes you
06 Student learning to the CBAS Report.
and progress
An update on learning outcomes. 08 post-secondary
10 engaged AND
well-rounded How ECISD prepares our students of all
students ages for life after graduation.
Empowering students through diverse
experiences. 11 COMMUNITY
STAFF Strengthening community involvement
Hiring the highest quality workforce to with external stakeholders.
provide the best student outcomes.
Providing a welcoming envrionment for
all students to achieve success. Optimizing District resources for
operational efficiency.

Community-Based Accountability Report 2019 (210) 634-6100



Committed to a quality education, the District strives to promote a positive school Harmony Elementary School
climate that optimizes teaching and learning in accordance with the values of its Pre-Kindergarten through Fifth
Highland Forest Elementary School
OUR GROWTH Pre-Kindergarten through Fifth

Oak Crest Elementary School
Pre-Kindergarten through Fifth

Pecan Valley Elementary School
Pre-Kindergarten through Fifth

Salado Elementary School
Pre-Kindergarten through Fifth

Sinclair Elementary School
Pre-Kindergarten through Fifth

Tradition Elementary School
Pre-Kindergarten through Fifth

Heritage Middle School
Sixth through Eighth

Legacy Middle School
Sixth through Eighth

East Central High School
Ninth through Twelfth

Bexar County Learning Center
Sixth through Twelfth

PAGE We aim to cultivate literate problem-solvers who are prepared to thrive in an WE VALUE
inter-connected world with a dynamic economy.
OUR VISION Customer Service
Personal Accountability
We envision an inclusive, exceptional school system that teaches all children to Fiscal Responsibility
read critically, write compellingly, think logically, and solve problems creatively. We Adaptability
prepare students for life, equipping them with the ability to earn credentials
they find appealing and have value in today’s economy.

Our mission

4 Together we will customize learning experiences so that every student is Collaboration

continuously challenged to advance their knowledge and ability in every classroom, Loyalty

in every school, every day.

Community-Based Accountability Report 2019 (210) 634-6100

message from superintendent

“By documenting our progress against the community’s
expectations and values, our taxpayers continue to see the

extraordinary value of their public education.”


(210) 634-6100 East Central Community,
[email protected] Thank you for your engagement in our community’s most valuable
Twitter @rotoec resources—our children and their quality of education.

The content of the A better-prepared workforce results in a stronger economy, whether the
Community-Based chosen sector for graduates is private or public/non-profit.
Accountability Report is
based on seven pillars: East Central ISD is accountable to the community for its hopes and dreams for its children
which extends beyond the State of Texas’ high and rising test scores.
• Student learning and progress
• Post-secondary readiness We feel that state-mandated tests are important to determine where successes and defi-
• Engaged and well-rounded ciencies are located within a school system. However, in order for all children to develop and
demonstrate the attributes of an East Central graduate, we must provide a range of experiences
students that cannot be provided by maintaining a narrow focus on standardized testing. Our resilient,
• Community engagement and goal-oriented, intrinsically-motivated graduates will be post-secondary ready with a positive
work ethic. In order to meet this profile of an East Central graduate, we must be accountable to
partnerships the standards of our community in addition to the State’s test scores.
• Quality and commitment of staff
• Fiscal and operational systems By documenting our progress against the community’s expectations and values, our taxpayers
• Student safety and well-being continue to see the extraordinary value of their public education. Our community deserves a
complete accounting of impact/outcomes as opposed to a partial accounting (standardized test
scores). More importantly, our community expects that we provide a responsive plan for contin- PAGE
uous improvement. This report contains findings and plans for future improvement.
The degree to which ECISD provides experiences and outcomes that are aligned to community
preferences and expectations will be utilized as the primary indicator of quality.

Within each pillar, you will find detailed results and findings. This serves as a guide for our long-
term planning for student success. Thank you again for reviewing our progress. We will continue
to grow our community and look forward to the years to come.


Roland Toscano
Superintendent of Schools
East Central ISD

Community-Based Accountability Report 2019 (210) 634-6100

student learning and progress


Teachers and campus leaders engage in quarterly and weekly planning to
implement the curriculum. Teachers and campus leaders analyze data and make
adjustments in Professional Learning Communities to identify individual student
needs as well as system trends. Classroom walkthroughs are conducted by
leaders to monitor and provide feedback on the implementation of curriculum and
instruction and the impact on student learning (Level Up is our multi-tiered system
dedicated to identifying and providing support based on individual student needs,
through targeted lessons and progress monitoring).

Curriculum Management plan. Coaching training for leaders to support
Mentoring/induction program to acclimate
new teachers and leaders. 100% of ECISD campuses have designated
days/times for planning and disaggregating
Percentage of curriculum developed data.
(16-17: 20%, 17-18: 47%, 18-19: 55%).
Students using RtI service during Level Up
(Literacy: 1143, Math: 976, Behavior: 175).


With Standards-Based Grading (SBG), teachers are able to focus their instruction
around how students are mastering the content required for each standard.
The teacher knows which students are at each level for each standard. Using
this information, they can differentiate instruction and give different leveled
assignments to different groups of students based on their proficiency level.
Student progress/achievement is communicated with parents and students
through the txConnect parent portal. 100% of campuses formed diverse groups
of teachers and administrators to analyze needs and create plans for Continuous
Campus/District Growth (CCG/CDG).

PAGE Campus and District improvement plans. 823 courses using Standards-Based
Professional development plans. Grading.

4,701 Active txConnect user accounts
since 08/27/2018.



Our target is for every child to have a year or more worth of growth
each school year. The District’s goal is to empower students to take
ownership of their learning by encouraging them to monitor academic
achievement using tools such as txConnect. Choice in literacy is built
into our instructional models to allow student autonomy in their
selections of reading and writing topics. We clearly communicate
learning objectives by posting them in classrooms and utilizing
proficiency scales to break down the standards to help students
understand where they are in their mastery of each objective called
SBG. There are 131 SBG courses with proficiency scales.

scores by gender/ethnicity GETTING CONNECTed pillar findings

• Males score 9% lower in MAP • 3,203 student accounts were • Learning Walks data indicates alignment to the
reading than females (35 vs 44). created in txConnect. guaranteed and viable curriculum. The District
plans to have a renewed focus on Learning
• Scores for white non-Hispanic Walks in the 2019-2020 school year.
are 7% higher than the District
average in MAP reading and math • Creating ways for students to understand and
combined (46% vs 39%). demonstrate evidence of learning in authentic
ways will be a continued focus.
• Two or more ethnicities score 8%
higher than the District average in • Student led conferences have started.
MAP reading and math combined • The District will utilize proficiency scales as an
(47% vs 39%).
instructional tool (and publishing) with teachers,
• African American in MAP math students and parents.
score 5% points lower than the • Curriculum staff will continue to develop course
District average (34% vs 39%). curriculum working towards 100% completion.
• Closing the Performance Gap in targeted
areas as identified by student achievement and
growth measures will continue to be a focus.

post-secondary readiness



ECISD is committed to providing our students a variety of opportunities to ECISD celebrates those who engage
learn and grow to help them explore their areas of interest. We believe that in work that continually improves our
our students deserve to engage in innovative, real-world experiences that society and helps our students gain
foster their innate curiosity and desire to learn in order to spark their interests. experience in similar work to foster
We engage our students in age appropriate interest inventories, internships, and encourage a sense of pride.
and create leadership opportunities to help them identify their strengths and
encourage further investigations of their passions by providing the resources Career and Technical Student Organization
and information needed to pursue their goals. We believe in layering our financial (CTSO) Participation:
literacy instruction by partnering with Junior Achievement to train our high
school students, who then deliver lessons to our elementary students; in doing so, 74 students participated in CTSOs at
we create leadership opportunities for students. the state level.

CTE Course Participation Seven students participated or will
participate in a CTSO at the national
13.13% of students take one CTE 65.5% of students are enrolled in a level.
course. coherent sequence.
Nine Texas state-recognized Career
78.4% of high school students are and Technical Student Organizations
enrolled in one or more CTE courses. are offered for participation.

340 4,888 883 students are members of CTSOs.

Industry certifications Students engaged in
were earned by financial literacy lessons
through a partnership
with Junior Achievement.

Community-Based Accountability Report 2019 (210) 634-6100

CLOSING GAPS: ALL MEANS ALL Elementaries By the Numbers
Career Fair presenters: 60
To close our achievement and opportunity gaps, we support the Guest speakers: 27
creation of clubs to encourage students to explore their interests. Parent engagement events: 29
Our campuses are encouraged to share social-emotional and Clubs: 18
academic tips with families to better support our students Students involved in clubs: 258
at school and at home. We are actively looking to refine our
communication in order to effectively engage in partnerships ECHS Advanced Placement Program
with our stakeholders to better support all learners. Since we
have begun our involvement with the Texas Public Accountability Ethnicity Overall Popluation AP Enrollment
Consortium (TPAC), the conversations and action plans we have
had assist in identifying gaps. As a result of our conversations, we Am. Indian 0% 0%
are continuously learning about how we can reinforce practices 1%
that encourage improved development within our system. Asian 0% 7%
Black 9% 0%
Hispanic 73% 17%

Pac Islander 0%

Two or more 1%

White 17%


Research shows that when conversations about post-secondary
opportunities and awareness occur early and often in a child’s life, the
child is more inclined to have a positive perspective about the various
avenues he or she may take after graduating from high school. Transition
into post-secondary life is of paramount importance.

Post-Secondary Plan Senior Cohort

Year Military Service Trade School College (Two-Year) University Total

2018-19 53 38 245 234 570

Post-Secondary Plan Percentage

Year Military Service Trade School College (Two-Year) University Total
34.06% 82.97%
2018-19 7.71% 5.53% 45.66%

Post-Secondary Assessment Senior Cohort

ACT Tested SAT Tested TSI Tested ASVAB Tested Total
148 75 687
66 417

Four-Year Plan

46 697
We know that our students will take a variety of 2019 480 171 67 739
paths once they graduate from East Central High 63 762
School. While in our system, students engage in 2020 439 233 61 767
experiences and skills to help ensure lifetime success,
regardless of the path they choose post-graduation. 2021 364 335

74 students participated in CTSOs at the state level. 2022 430 276
407 students completed the FAFSA.
In Spring 2019, 75 seniors and 450 juniors took Senior Endorsements
the ASVAB (Option 8). 110 juniors attended the
interpretation. Arts & Humanities 125 Public Service 179
53 students enlisted in the military. STEM 85 Business & Industry 143
Multi-Disciplinary 137 None Indicated 23
Students attending off-site college visits:
30 seniors and 70 juniors
595 AVID students (ECHS, LMS, and HMS) Senior postsecondary plan indication is up 74% from 2017-2018 school year. 9
236 GEAR-UP Students
There was a significant increase in the number of students attempting
postsecondary readiness exams (TSI, AP, ASVAB, ACT, SAT).

Four year plan development increases with each cohort.

ECISD is exposing more students to college, career, and military than ever
before - recording approximately 2,000 CCMR interactions this school year.

ECISD has closed the gaps in regard to AP student demographics reflecting
the general student population.

Community-Based Accountability Report 2019 (210) 634-6100

engaged and well-rounded students



Students have an opportunity to engage in diverse ECISD systems, course sequences, and extended learning
activities that contribute to them developing as well- offerings, for which campuses defined as contributing to
rounded individuals. Activities involve physical, academic, engaging and growing a well-rounded student population,
social, cultural, leadership or other targeted skill prevalently supported the idea that with “maturity and
development. age” comes “independence and choice.” At the secondary
level, student voices and choice become more evident
100% of campuses offer varied levels of extended learning by means of course choice selections and their active
related activities and opportunities. or lack of participation in club/organizations and other
specialized ability or interest groups.
11 of 12 campuses engaged in a 2018-2019 service
learning project. Campuses identified 228 different activities and programs
providing diverse experiences beyond the foundational/
All campuses provide physical education, fine arts, library traditional classroom to students.
services and instruction to be enhanced either directly or
indirectly through the use of various technology-based 41.67% of defined activities provide student choice.
36.4% of defined activities include student voice in the
Extra-curricular options include fine arts, athletics, spirit, design and direction of the activity.
academic contests and special interests.
80% of ECISD eligible campuses are AVID associated.
New Director of Marketing and Communication will
1,378 establish new procedures/standards regarding lines of
communication for marketing, feedback/survey loops,
students participated in websites, social media, and celebrations/affirmations.
2018 [email protected]
Academic, Enrichment Systems to effectively and efficiently support each campus
and district department in collecting information and
and Sports Camps comprehensively evaluating such applicable activities will
be developed in 2019-2020.
Further effort will be made by campus and District leaders
secondary memberships to determine which activities/opportunities are “essential”
in special interest clubs for ALL ECISD students to experience, specifically by grade
and programs.

Service Learning Participation
• 446 elementary students
• 158 middle school students
• 212 high school students



Community-Based Accountability Report 2019 (210) 634-6100

community engagement and partnerships



The District considers any community business that participates in events, signs a Memorandum of Understanding, and/or
provides support to one or more campuses as a community partner. East Central participates in job shadow events, STEAM
Fairs, Career Fairs, Guest Speaking, and many more community partner activities.

Practicum Information Guest Speakers
• 19 local practicum sites for CTE students. • 67 Guest speakers were invited to East Central High School.
• 162 CTE students participating in practicums in 2018-2019.
Job Shadow Information • 17 Memorandums of Understanding were initiated for
• 412 students participated in Job Shadow events.
• 14 locations city-wide. partnerships connecting ECISD to the workforce.

Career Fair Information Innovative Opportunities
• East Central High School Career Expo attended by • ECISD had 17 student interns.
• CAST School development.
approximately 300 students and parents.
• Elementary School Participation: 80 community partners.


Community engagement and partnerships allow ECISD teachers and staff to expose students to a variety of career fields. This
exposure ensures that students are able to explore interests early, leading to more deliberate post-secondary choices. Additionally,
the District is able to expose students and families to a variety of local businesses and organizations, which allows for building of
the workforce for stakeholders.

Student job placement with District partner Commitment Day held for students at ECHS who
• 41 students obtained an internship, paid position
• 55 students recognized
CONNECTIONS WITH WORKFORCE • 26 employers recognized

Community partners are identified and pursued based upon several factors, including but not limited to size and scope of their

reach, industry they are a part of, and the possible workforce placement of students. Each partnership is purposefully derived to

ensure that workforce data supports the growth of the industry. Additionally, student endorsements and pathways are utilized

to evaluate the need of partnerships in each field.

19 local practicum sites for CTE students to be assigned 162 CTE students participating in practicums in 2018-2019. PAGE
• Healthcare
• Law Enforcement 340 students awarded Certifications in CTE courses.
• Education and Training
• Fashion Design Advisory Committees
• Hospitality and Tourism • CTE Advisory Committee - 22 business members
• CCMR Advisory Committee - 7 business, education, and parent
The District is known city-wide for its workforce engagement
and connection and is the first district in San Antonio to offer Roughly 5% of student population participates in off site work 11
paid summer internships to students. based learning.

ECISD has 19 traceable and identifiable working partnerships for East Central ISD does not have a method of evaluating its impact
students to actively participate at worksites, but needs a more on local partners, but plans to develop an evaluation system
effective way of tracking and identifying partnerships. during 2019-2020.

quality/commitment of staff



School administrators monitor engagement through the implementation of • Growth Mindset
District instructional models. The most recent T-TESS (evaluation system for • Impacts Student Learning
teachers in Texas) dimension added measures of teacher impact on student • Builds Capacity
growth. The District will continue to focus on differentiation as a means to build • Reflective
efficacy in teachers that will positively impact student achievement. We will • Presumes Positive Intent
strive for reaching a goal of 73% of T-TESS summative evaluations at proficient • Cultivates Collaboration
level or higher in Domain 2.4 (differentiation).
Staff Survey Responses Reading on Grade Level
The Profile of an EC Leader lifts up the
62% feel they have the necessary K: 56%, 1st: 51%, 2nd: 57%, 3rd: 51%, qualities expected of ECISD employees and
resources to impact learning. 4th: 40%, 5th: 42%. ECISD’s online screening for potential staff
members highlights character qualities.
77% feel like they get the support they BUBS Behavior Screener
need to be successful with struggling/ Survey Responses from Stakeholders
disengaged learners. Winter, 2019 Screener
• 8,204 students screened • All stakeholders are expected to meet high
On Track to Graduate • Risk: 81% low, 15% medium, 4% standards of achievement—
Staff: 95%, Students: 87%, Parents: 63%
• 18-19 cohort: 97% high
• 19-20 cohort: 98% • Stakeholders believe all students are
• 20-21 cohort: 94% TTESS capable of learning at a high level—
• 21-22 cohort: 99% Staff: 90%, Students: 83%, Parents: 78%
Strength: Classroom Environment
On Grade Level (51% proficient or higher). • Students have a trusted adult they can go
to if they have a problem—
STAAR (1st administration) Area for Growth: Differentiation (40% Staff: 63%, Students: 75%, Parents: 69%
• Math Approaches GL 5th: (66%); development/improvement needed).
• Students feel safe at school—
8th: (73%) Number of teachers district wide on a Staff: 57%, Students: 76%, Parents: 78%
• Reading Approaches GL 8th: growth plan - 35.
Culture/Climate MOY Survey
(66%); 8th (69%) 74% proficient or higher on Student
Learning Objectives (SLOs). • Everyone treats each other with respect—
MAP Staff: 53%, Students: 67%, Parents: 59%
• Math Met/Exceeded Growth: Staff Attendance
• Recognition for a job well done within a
52% 2017-2018: 47% (sick and seven day period—
• Reading Met/Exceeded Growth: personal); 32% school business; Staff: 48%, Students: 71%, Parents: 53%
2016-2017(revised): 45% (sick and
45% personal); 33% school business.

Community-Based Accountability Report 2019 (210) 634-6100


From face to face trainings to online course offerings, staff members have multiple opportunities to build capacity in their
work. ECISD focuses on job-embedded development (utilizing work time for coaching, learning, observation and feedback, and
collaboration). Staff training and development needs stem from each campus’ yearly Needs Assessment.

Eduphoria Workshop Reports Auxiliary

• Over 255 days of PD with consultants (Pre-K, Math, Reading, • Child Nutrition - nine professional development opportunities
Coaching, Special Education, Bilingual) • Transportation -18 hours of training
• Custodial - Monthly Head Custodial Meetings; Annual
• Quarterly Vertical Team sessions for Language Arts, Math,
Science, Social Studies Custodial Training
• Maintenance/Grounds - Weekly/Quarterly Meetings
• Four days of Para-Educator trainings; nine enrolled in Pre-K
Child Development Associate Certification Program CIP Needs Assessment

Higher Ed Tuition Reimbursement Opportunities • All campuses conduct a Needs Assessment
• College for All Texans - Tuition Reimbursement (Paras) • Categories assessed: Academic Performance, Quality Data to

Support Drive Instruction, Leadership Effectiveness, Learning Time,
Teacher Quality, Family & Community Engagement, School
• Over 377 Campus support visits from Specialists, (not Climate, Technology
including additional campus-requested flex days) • Goal trends: achievement (growth/proficiency), program
reviews, RtI, family involvement, staff recruitment/ retention,
• Para-Educator Support: Behavior, Bilingual, Special Education, increase rigor
Safe Schools Report
• Consultants, District Leaders, Campus Leaders (coaching,
modeling, planning, co-teaching, observation/feedback) • 78% of District teaching staff is 100% trained

• CIA Scoreboard (time spent teaching: Goal- 40%, Status: Fall
47%, Spring 46%

• Instructional Facilitators in core content for 6-12


All professional staff members continue to create yearly professional growth goals, design plans to meet goals, and monitor
progress towards individual goals. Expectations for staff are outlined in District and campus documents, and are revisited during
job-embedded professional development at both the district and campus level. ECISD has systems in place to recognize individuals
for their contributions to the district. Employees also have recognition opportunities outside of the school district.

Decision-Making Involvement Lesson Planning Process/Protocols
• SBDM, CCG/CDG team, DEIC, Vertical teams, textbook • District defines & offers guidelines (Quarterly, Weekly,

adoption, focus groups, advisory councils, curriculum writing, Individual)
core planning teams • Campus designs systems for pre-planning, planning protocols,

Support for student success monitoring, formatting, weekly planning structure
• 79% of staff/students/parents feel they receive the necessary • Four quarterly planning days (student holidays)

supports to help student success Staff Leadership (153 survey responses)
• In a Campus Leadership position- 28%
District employee recognition program and Teacher of the Year • In a District Leadership position- 21%
implemented. • In a City/Regional/State/National position- 4%
• 36% of teachers see self in a leadership position
Recognition of Employees Outside the District
• TEPSA, Alamo Area Alliance of Black School Educators,

Career and Technical Association of Texas, San Antonio Area
Association of Bilingual Teachers



Community-Based Accountability Report 2019 (210) 634-6100

quality/commitment of staff, cont.


ECISD has systems in place to relate and respond to In order to obtain highly qualified staff members, a District
students in need of academic or behavioral intervention. recruiting team attends and hosts multiple career fairs
Teachers have multiple resources to provide equitable tiered throughout the year. Data continues to show that ECISD
support, but there is still a need for more math interventions, has teachers that value life-long learning as evidenced by
diagnostic instruments, and progress monitoring resources. the percentage of teachers that hold advanced degrees.
Student progress is monitored at the campus and District Although we have seen a slight increase in staff retention,
level through the use of software. Support is provided at the there continues to be room for improvement. We have
district level through specialists, consultants, and targeted strengthened our mentor program for zero year experienced
professional development. Support is provided at the teachers as well as our “buddy” program for experienced
campus level through administrators, academic facilitators/ teachers new to ECISD. We will continue to investigate
deans, instructional facilitators (secondary), and support reasons employees exit our District to determine additional
staff. We will continue to focus on T-TESS domain 2.4, areas of support.
differentiation, to equip teachers with the resources and
strategies to reach all students’ needs. Hold an appropriate certificate
• 100% of the teachers at BCLC, ECDC
Response to Intervention (RTI) Academic and Behavior • 98% of teachers at East Central High School
• Campus Committees track and monitor fidelity of • 97% of teachers at Sinclair
• 96% of teachers at Legacy
implementation of RTI • 94% of teachers at Salado
• District Committee monitors implementation and • 93% of teachers at Harmony, Highland Forest, Pecan

fidelity Valley
• Campuses with greatest fidelity see the most • 89% of teachers at Heritage, Oak Crest, Tradition

movement Proficient or above in at least nine dimensions out of
• Students (K-10) screened 3x a year (academics & sixteen on T-TESS evaluations
• 2017-2018 - 55.1%
w 89% of student population screened in Reading Hold an advanced degree
w 86% of student populations screened in Math • Bachelors - 72.6%
• Monitoring forms available in Eduphoria • Masters - 26.5%
• Approved Interventions • Doctorate - .5%
w 12 reading interventions (English)
w Six reading interventions (Spanish) Percentage of staff that participate in annual evaluation
w 12 math interventions • 2017-2018: Teachers on Waiver - 34%, T-TESS Full
w Three behavior interventions
Evaluation - 66%
Special Education and ELL Settings • 2018-2019: Teachers on Waiver - 39.4%, T-TESS Full
• Settings for students in Special Education
w Co-Teach, Specialized Support, Support Evaluation - 32.8%, T-TESS Observation - 44.4%
Facilitation, Redirection
• Two Settings for English Language Learners PILLAR FINDINGS
w Dual Language and ESL support
• External consultants and Specialist support Evidence of RTI tracking systems in place.
w 138 days Special Ed - academic
w 105 visits from Emergent Tree - behavior Evidence of clear expectations for students and staff.
w 42 days bilingual - academic
Little evidence of fidelity to programs, best practices, use of
Eduphoria Workshops district resources.
• 607 individual courses offered
• 27 categories Low percentage of teachers scoring proficient or above on
• 75 courses in miscellaneous category differentiation (T-TESS 2.4).

Inconsistent data regarding fidelity to system that tracks
why staff leaves district.

Unclear methods for determining if a teacher is highly

14 effective-define quality.

Inconsistent campus recognition systems.

Community-Based Accountability Report 2019 (210) 634-6100

fiscal and operational systems

FIRST rating - Superior Achievement

Internal: The District currently conducts an annual meeting/training with budget Moody Bond Rating - “Aa2”
secretaries/clerks. The Purchasing Manual and Finance Manual is distributed
annually and posted online. Business Department forms and co-op information are Annual Independent Audit - clean
now available online. Email communication is used when needed. Ethical practices
training provided to staff. Policies and Procedures are distributed internally to staff. Administrative Cost Ratio - 0.0809
(under required limit of 0.1250)

External: Compliance and audit reports are provided to the Board of Trustees. Child Nutrition Audit - no findings
Required postings are online. Individual departments in BOSS set goals at the
beginning of each year and report annually to the Board. Ethical practices training E-Rate Audit - no findings
provided to Booster Clubs.
Federal Grants Audits - Procurement
procedures had to be addressed on
some purchases


The District is implementing a planning process to incorporate multiple systems, including the budget process, to align with high
priority goals. Budget stewards will review their Comprehensive Needs Assessment to establish annual results measures and
develop their budgets to support those needs. Resources are allotted to software to measure student growth. Budgets support
programs for struggling students, such as intervention programs. A demographic study has anticipated minimal growth over the
next 10 years. Campus requests to Administrative Council are analyzed to determine alignment to District goals.

Budget Development and Adoption Process Utilize external resources for state funding estimates.
Evaluate changes to individual campus and department budgets.
Meet with each budget steward. Budget Workshop with Board of Trustees.

Monitor state funding and legislative changes.

Work with Bexar County Tax Appraisal District to determine tax



Community-Based Accountability Report 2019 (210) 634-6100

fiscal and operational systems, cont.


The District completes facilities studies, internally and externally, on an ongoing basis. Replacement and preventative maintenance
schedules are maintained to assure efficiency. Staff completed an analysis of copier use across the district. As a result, we will
save a substantial amount of money during the upcoming years. The partnership between the Energy Manager and CPS Energy
has resulted in the District receiving rebates and cost-avoidance savings over the last several years. Staffing needs are analyzed
prior to adding or replacing positions as resignations are received. Enrollment at campuses is utilized to determine full-time
equivalency. Trainings have been completed to manage workers’ comp injuries.

98.9% of bus routes run on time (20,330 total routes August Custodial Services promoted a safety-oriented team through our
-February). Safety Ambassador Program reducing workers compensation claims
cost by 89%, increased PPE usage district-wide, and completed
94.3% attendance for Department of Transportation staff (August- ALICE, Stop-the-Bleed and Navigate Safety Scenarios.
Custodial Services practiced fiscal responsibility through cooperative
Decreased number of days a bus is in the shop due to enhanced purchasing practices on over 95% of purchases, reducing equipment
maintenance schedules. repair cost by 63.35% through warranty application, preventive
maintenance, replacement schedules, and reducing chemical cost by
Improved preventative maintenance for each bus. 21.93% through vendor pilot programs.

More efficient use of buses due to improved routing development. Custodial Services increased inspections and monthly meetings with
Campus Administration resulting in 91 per week.
Child Nutrition excelled in audit by Texas Department of Agriculture
and Increased food portions to student meals without increased fee. Maintenance and Grounds optimized high reliability practices
through comprehensive management of facility assessment, work
Child Nutrition did not increase student meal price due to sufficient order completion and preventive maintenance program.
fund balance.
Maintenance and Grounds enhanced customer service as reflected
Child Nutrition decreased injuries by providing onsite training. in an overall 12.23% positive increase in service, communication,
cooperation, active listening and genuine concern per District survey.
Child Nutrition increased staff security by providing on site training.
Energy Management applied fiscal responsibility through effective
Technology updated campus/departments by updating and adding energy practices resulting in total energy cost savings of $2.8 million
servers. in last 6 years and maximizing energy program rebates.

Technology assisted with installation of technology needs in all new Grounds Department implemented schedule that incorporates
campus wings. maintenance at each campus and department weekly.

Technology decreased the wait time for service at the campuses by a Maintenance and Grounds receives an average of 371 work orders
technician. weekly while completing 55.26% within a 5 day period.

Technology successfully implemented a replacement schedule for Maintenance and Grounds Supervisors conducted monthly meetings

each campus with computer labs and technology needs. with all Campus / Department Administration to review needs and


Personnel began the process of “On Boarding” and “Employee

Center”to expedite the hiring process for auxiliary staff with the Maintenance and Grounds completed 100% of Safe Schools Training

intention to move to all staff. Modules (11.5 hours of training), ALICE, Stop-the-Bleed, and

Navigate Safety Scenarios.

Personnel made the new employee hiring process more transparent

to the departments/campuses. Facility Management conducted weekly meetings to assess

construction and project management status, planning and updates

Personnel contracted with “Queso” to archive files on previous along with daily operations.

PAGE employees with the intent to go to online personnel file with existing

employees. Facility Management implemented a five-year long range facility

assessment plan and replacement schedule for effective project

Custodial Services emphasized customer service reflecting a 3.9% management, budgeting and preventive maintenance.

increase in communication and 0.9% increase in active listening and

genuine concern on district survey. Energy Management has partnered with City Public Service (CPS)

16 Demand Response resulting in total rebates of $230,147 in the last 5
years and an increase this year of 11% from last year.
Custodial Services exhibited high reliability practices through

partnerships with GermBlast System Infection Controls and E-Mist

Disinfecting applications district-wide including buses and district


Community-Based Accountability Report 2019 (210) 634-6100

PILLAR FINDINGS Some District inventory systems need to be refined to better
account for District resources.
The District needs to develop a process for verifying that the
budget for each department and campus is aligned to their needs Methods need to be determined to increase staff attendance
assessment. In addition, a consistent process should be put in percentages. One method will be to increase the amount of
place to evaluate the efficiency and effectiveness of campus, buyback of all leave days upon retirement.
program, and department expenditures.
Continue efforts to reduce costs in workers’ comp claims.
Time studies are needed to determine efficiency of staff and

student safety and well-being



When considering student’s physical well-being, the District believes in a research based, balanced approach. It is important to
create a climate that feels and looks safe without feeling and looking like a “jail.” ECISD has focused on supervision, controlled
access, social/emotional learning, staff and student training, and support services. Supervision was addressed by adding two
officers to the ECPD so that every campus would have an officer assigned, everyday. Safety monitors were added at the middle
schools, and monitored surveillance cameras have been implemented on campuses and district facilities to increase supervision.
Controlled access has been added and upgraded around the district to include perimeter door controls, upgraded perimeter
fencing, and controlled access points.

81% of stakeholders surveyed, reported that students felt safe at 907 parents/caregivers trained and background checked as
school, up 6% from 17-18. volunteers.

100% of reports (34) to SafeSchools Alert were addressed by 464 safety related work orders generated and completed.
campus administration.
3,600 facility safety checks completed by district staff members.
16% decrease in referrals for physical aggression from 17-18.
10 full-time ECPD Officers on campus patrol daily.
162,969,840 safe trips for students to and from school provided
by ECISD Transportation. 121 administrator assist reports filed by ECPD Officers.

31,237 visitors scanned through the Raptor Visitor Management



Community-Based Accountability Report 2019 (210) 634-6100

student safety and well-being, cont.


Safety and well-being begin with students’ social and emotional education. In ECISD, students start by learning to be safe,
respectful, and responsible, at the foundation (Tier I) of the RTI tiered behavior system. Tier II targets specific students to teach
specific appropriate behaviors through small group interventions and daily behavior report cards. Tier III teaches students
appropriate behaviors on the basis of individual need. Stakeholders are taught that when someone isn’t being safe, respectful,
or responsible, they have the ability to speak up to the person or the system in multiple ways. They may tell a trusted adult or
report it through SafeSchools Alert or the Talk to Us button on the website. Staff has been trained through EC Cares to report
traumatic events they become aware of and by administration on how to respond in an emergency through the NaviGate
Prepared safety app which has emergency protocols and scenarios for staff to practice. ALICE Active Shooter, CPR, and Stop
The Bleed trainings have been provided to District staff. Students are trained by teachers and administrators for emergency

143 scenario based drills were conducted across the District at 34,875 teachable moments provided to students by ECISD Nurses.
campuses and facilities. 10 trauma informed trainings were conducted for staff.
250 staff members were trained in trauma informed care.
100% of campus staffs participated in Stop The Bleed Training. 375 hours of trauma informed care training was provided.

100% of campus staffs participated in A.L.I.C.E. Active Shooter

100% of campus staffs participated in CPR Training.


ECISD strives to make students, families and staff feel supported in a multitude of ways across the District. Campus Child
Study Teams respond to students’ needs both academically, socially, emotionally, and behaviorally. The Student Intervention
Team responds at the District level to support the campus efforts. Counselors and nurses are located at every campus, and a
District level Social Worker serves to connect all stakeholders with a broad range of outside resources. EC Cares exists to track
and support students and families who have suffered trauma. Tiered Behavior Teams exist on campuses to support staff and
students (as does the District Behavior Team exist to support the campus behavior teams).

400 families served through Social Services Social Worker. 1,653 referrals made to outside agencies by counselors, nurses,
1,150 students identified through EC Cares Program. and the social worker, for resources and support needed by
135,000 student visits to ECISD Nurses in the schools’ clinics. students, families, and staff.
14,826 health screenings completed by ECISD Nurses.
1,130,500 recorded acknowledgements to students for
appropriate behaviors

PILLAR FINDINGSPAGE Evidence of an increase in staff and student training for
emergency situations.
Evidence that students felt safer at school this year than they did
last year. Evidence of systems in place to identify needs and connect
stakeholders to support services.
Evidence of a decrease in student aggression.
Need consistent data collection systems for some measures.
Evidence of systems in place for reporting threatening or
bullying behavior. Need additional promotion of available reporting tools.

Evidence of systems in place to support students' social and
emotional well-being.


6634 New Sulphur Springs Road
San Antonio, Texas 78263
(210) 634-6100

[email protected] [email protected]

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